Dr. Augusto Macalalag Jr., assistant professor of science, technology, engineering, and mathematics (STEM) education, joined researchers and educators from selected universities in the U.S. to develop rubrics for the Professional Development Standards for K-12 Teachers of Engineering. The rubrics...
Dr. Augusto Macalalag, Jr., Assistant Professor of Science, Technology, Engineering, and Mathematics (STEM) Education, teaches undergraduate and graduate science methods courses for pre-service and in-service teachers. He is the Director of Secondary School Teaching Certification Programs that prepare pre-service teachers to teach General Science, Biology, Chemistry, Mathematics, Social Studies, English, and Art Education. In 2014, Dr. Macalalag conceptualized and developed the STEM Education Graduate Certificate Program for in-service elementary and middle school teachers. The certificate program’s goal is to foster teachers’ pedagogical content knowledge in planning, implementing and assessing instructions that incorporate science and engineering practices based on the National Research Council’s Framework for K-12 Science Education. The STEM certificate program has five courses (15 credits) that include an environmental education preview to Sicily, Italy.
Dr. Macalalag, who is the former Assistant Director of STEM Education at Stevens Institute of Technology’s Center for Innovation in Engineering and Science Education (CIESE), has an interest in different aspects of reform-based science teacher education. His research focuses on programs that promote science and engineering practices in elementary and middle school classrooms. In addition to teaching, through classroom support visits, Dr. Macalalag helps teachers plan and implement lessons, assess and analyze student thinking, integrate technology, and reflect in their instruction. His dissertation examined the changes in pre-service science teachers’ knowledge of inquiry and practices of lesson design in four methods courses in biological sciences. Throughout the years, Dr. Macalalag has been involved in two Mathematics and Science Partnerships (MSP) programs that received awards including the American Society for Engineering Education’s Best Practices in K-12 Engineering and Pre-college Outreach Program in 2010, Best Zone Paper in 2011, and Best Practices in K-12 Engineering and University Partnerships in 2012. Finally, in November 2013, Dr. Macalalag received the Steve Goldberg Faculty Development Award from the School of Education at Arcadia.
He holds teaching certificates in elementary, middle and high school and school administrator certificates. Dr. Macalalag received his Ed.D. in Science from Rutgers University, and an M.A. in Education and a B.S. in Chemistry from St. Peter’s University. He also holds an Educational Leadership Certificate from the College of New Jersey.
ED221: Critical Conversations and Fieldwork Elementary
US221.1: We Inquire We Design
ED324: Elementary Science Methods
ED552: Issues and Methods in Elementary School Science
ED553: Issues in Science for Secondary Teachers
ED694: Introduction to STEM Education
ED695: Understanding the Designed World
ED697: STEM and Society, Global Field Study
Research on science inquiry, the engineering design process, and lesson planning. My research focus includes learning from teachers’ knowledge and ability to implement science inquiry and the engineering design process while planning their lessons. In my dissertation, I examined the ways that pre-service teachers’ knowledge of model-based inquiry (MBI) and their ability to use this knowledge in designing lessons developed over the four science methods courses. I am currently conducting a research study to describe the successes and challenges in developing the K-12 teachers’ pedagogical content knowledge as they plan, implement, and assess instructions that incorporate science and engineering practices after attending five graduate courses (15 credits) in a STEM education graduate certificate program. My study also comprises exploring how to support the teachers’ cultural awareness through reflections of socioscientific issues after attending the graduate certificate program, which includes an environmental field study and travel to Sicily, Italy.